DA GRAMÁTICA TRADICIONAL À GRAMÁTICA CONTEXTUALIZADA: AS NOVAS PERSPECTIVAS DO ENSINO DE LÍNGUA PORTUGUESA, PELO VIÉS DOS GÊNEROS TEXTUAIS

Abstract

Discussions regarding the teaching of Portuguese Language (LP), in basic education, have always permeated study circles and rounds of conversations between theorists and teachers in this area. However, even today, there are many challenges to be achieved by these teachers. Both the National Curriculum Parameters (PCN) and the National Common Curriculum Base (BNCC), important guiding documents of Brazilian education, brought significant advances in the guidelines on the teaching of this curricular component. Both documents establish that the teaching of LP needs to be carried out based on language practices (reading, writing and orality), with the study of discourse genres as the main methodology for these practices. It is observed that, despite this, from the guiding texts to the teaching work, there is much to be updated, considering that outdated common practices continue to be part of the school routine. Given this context, this work aims to analyze the process of acquiring proficiency in the mother tongue, specifically in elementary school, in the light of the theorists who study this practice, considering the aforementioned official documents, which guide the curriculum. For this, a bibliographic research and several consultations were made to the Common National Curricular Base and to the National Curriculum Parameters. From these analyzes, it was observed that, although there are these guidelines to be followed, the study by gender is not primarily the methodology contemplated by teachers and educational institutions.